PHYSICAL EXAMINATION 
Si) TRAINING OF CHILDREN 



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PHYSICAL EXAMINATION AND TRAINING 
OF CHILDREN 




Exercise No. 5. Final Position. Age 13. Medium Type. 
Standard 135. 



THE 

Physical Examination 



AND 



Training of Children 



A HANDBOOK, FOR SCHOOL MEDICAL 

INSPECTORS, PHYSICAL DIRECTORS, 

TEACHERS, AND PARENTS. 



BY 

CHARLES KEEN TAYLOR, B.S., M.A. 

Author of "Character Development,'* "The Moral Education of 

School Children" etc., etc. 



PHILADELPHIA 

THE JOHN C. WINSTON COMPANY 
1914 







V . 



A' 



*j»/ b 



Copyright, 1914, by 
The John C. Winston Co. 






©CI. A3 74 17 3 



\ 

J 



To 

WILLIAM S. STECHER, B.S.G., 

Director op Physical Education in the Philadelphia 

Public Schools, as a slight mark op appreciation op 

his splendid service to the school children op 

Philadelphia. 



CONTENTS 
Introduction by J. Edgar Belville, M.D 11 

Chapter I 

The Physical Examination 

Carriage — Stoop Shoulders — Other Defects — 
Flat-foot — Causes of Defects. Facial Char- 
acteristics — Nose — Mouth — Adenoids — 
Enlarged Tonsils — Eyes — Strain — Causes 
of Defects — Procedure. The Hands — 
Indications — Causes — Procedure. Nervous 
Affections — Stuttering and Stammering — 
Chorea — Hysteria, Epilepsy 15 

Chapter II 

Anthropometry 

Beginnings of Anthropometry — Durer — Schadow 
— Quetelet — Bowditch — Galton — Hitch- 
cock — Hastings — Crampton. Inadequacy of 
Old Methods — Slender, Medium and Heavy 
Types — Height-Weight Standard — Applica- 
tion to Children from Standpoint of Psychol- 
ogy — School Competition — Methods — 

Value — Results 41 

(9) 



10 CONTENTS 

Chapter III 

Athletics and Sports 

Values and Dangers of Different Games and Sports. 
Dancing — Folk Dancing — Co-operative 
Sports — Team-work — Football — Track 
Sports — Basket-ball 53 

Chapter IV 

The Measuring 

The Measuring Process— Chest — Arms — Waist — 
Hips — Legs — Standardizing According to 
Measurements — Tables of Standard Measure- 
ments 63 

Chapter V 

Special Exercises 

Developmental Exercises — Need of Caution — Cor- 
recting Defects — Exercises for Chest — 
Exercises for Shoulders — Exercises for Back 
— Exercises for Abdomen — Exercises for 
Sides — Exercises for Arms — Exercises for 
Neck — Exercises for Chest Muscles — Exer- 
cises for Legs 81 



INTRODUCTION 

There is ground for encouragement in the out- 
look for the race in the more rational modes of 
living that each year are coming more and more 
into vogue. In no way is this improvement 
better evidenced than in the stress being laid 
upon physical training and particularly upon 
physical training in the formative period of life. 
At this time much can be accomplished in the 
all-round development of the growing child, and 
in the correction of those deficiencies, which, if 
allowed to go uncorrected, result in a fixed 
deformity, constituting a pronounced handicap in 
the struggle for existence. 

Medical inspection of school children, origi- 
nally designed simply to prevent the spread of 
infectious diseases, like all other reforms, has 
developed far beyond the original lines mapped 
out by those who instituted it. The author of 
this book takes advanced ground, and, in a very 
practical way, shows himself a pioneer in the 
movement for child-development. 

The book is really a compend for the use of 
school medical inspectors, physical directors, 
teachers, parents and those concerned at all with 
the physical well-being of children. Even a 

(ID 



12 INTRODUCTION 

cursory reading of its pages must impress one 
with what has been done and what can be done in 
the removal of apparently hopeless disabilities. 

The subject of sex hygiene, although approached 
only by inference, seems to be dealt with in an 
intensely practical way, as lectures upon such a 
subject require most dextrous handling to avoid 
doing more harm than good. 

There is no intention on the part of the writer 
to present a medical treatise upon the various 
nervous affections met with in childhood. He 
simply directs attention to their most striking 
symptoms, in order to insure early recognition of 
the condition. 

The entirely new system of anthropometry is a 
distinct advantage. It is recognized among med- 
ical men that actual and physiological age are 
separate and distinct. Standardizing measure- 
ments according to "age" would seem to be an 
anachronism. The plan adopted by the author 
is a much more rational and usable system. 

The book should commend itself to every lover 
of children and to every one who believes in and 
is working for the upbuilding of the race. 

J. Edgab Belville, A.M., M.D. 

Professor Emeritus of Physiology, 

Hahnemann Medical College, Phila. 



THE PHYSICAL EXAMINATION 



CHAPTER I 
The Physical Examination 

A thorough physical examination can be made 
only by an experienced physician, but there are 
a number of physical characteristics which should 
be noticed at once, not only by the usual physical 
examiner or gymnastic instructor, but by the 
school teacher as well — not to speak of the 
parent. Let us consider the more important of 
these. 

Carriage 

When one sees a child, the carriage is nearly 
always the first thing noticed. A normal, healthy 
child should hold his or her head erect, the 
shoulders back, though in an unstrained manner, 
and the chest well rounded. The body should 
be held naturally erect, with level shoulders and 
unsagging abdomen. 

Unfortunately many children, from one cause 
or another, do not carry themselves well. With 
a number the head is likely to hang forward in 
a dispirited manner. With the hanging head 
usually come stoop shoulders, and, in con- 
sequence, flat chest and protruding abdomen. 
Sometimes, too, the upper part of the back seems 

(15) 



16 PHYSICAL TRAINING 

to be bent forward in a sharp curve, and not 
infrequently one shoulder is distinctly higher than 
the other. These faults are generally easy to 
see, whether the child is seated or standing. 

Sometimes, too, a child, instead of standing 
erect, will invariably lean against the nearest 
object, or as invariably stand upon one certain 
foot. At this time another fault is not infre- 
quently noticed, and that is that the arch of the 
foot has broken, resulting in flat-foot. 

These, then, are the more common faults which 
affect the carriage of a child. It is well to con- 
sider them in detail. 

Hanging head may indicate one or more of 
several things, among which are weak mus- 
culature, malnutrition, under-feeding, and defect- 
ive eyes. Perhaps the most common cause is 
weak musculature, and this, of course, may in 
turn be due to lack of exercise, unhealthy sur- 
roundings, or scanty or improperdiet. 

Stooping or round shoulders and flat chest 
generally accompany the hanging head. The 
musculature may be again at fault, though 
another very important cause may be at the 
bottom of it. A serious nasal obstruction, such 
as may be produced by the common adenoid, can 
occasion this whole series of faults — the flat chest, 
because breathing is difficult; round shoulders, 
because the chest is flat and undeveloped; and 



THE PHYSICAL EXAMINATION 17 

hanging head, because the presence of adenoids 
with flat chest and round shoulders generally 
means physical weakness and lack of stamina. 

These faults bring on other faults. When the 
head and shoulders hang forward, and difficult 
breathing causes under-development of the lungs, 
then the upper part of the breast-bone is de- 
pressed. The ribs are deflected downward to 
an abnormal degree. Thus the chest is made 
flat, especially in the upper part, causing more or 
less of a restriction of the lungs, and sometimes 
even of the heart. A matter for serious consid- 
eration is the fact that tuberculosis generally 
begins in this restricted area 

Naturally such a condition in the chest would 
tend to crowd downward the abdominal organs, 
causing the abdomen to protrude, and sometimes 
bringing on disturbances of the crowded organs. 
It is thus easy to see that the hanging head, 
round shoulders, flat chest, and protruding abdo- 
men are likely to go together, and that when they 
do it is an indication of a condition that may be, 
or may become, quite serious. A child showing 
such a combination of characteristics, or even one 
of them, should be sent to a physician for expert 
examination. 

When a child has one shoulder higher than the 
other, the cause is sometimes found to be a spinal 
curvature, which may be very slight, but not less 



18 PHYSICAL TRAINING 

important on that account. This defect is far 
more common than is supposed, especially among 
girls, and possibly much of the blame may be laid 
at the doors of our common-school seating 
arrangements. Of course there are often physical 
conditions which seem to encourage the develop- 
ment of curvature; but the usual school desk and 
seat have much to answer for, not in themselves 
so much as in their lack of adjustment or mal- 
adjustment. The writer has seen class-rooms, 
even in expensive private schools, in which all the 
desks and seats were of the same height from the 
floor, so that the large boys could hardly get 
their knees under their desks and had to twist 
their bodies in order to get into a writing posi- 
tion, while the little fellows had their feet raised 
above the floor and, in order to write, had to lift 
their right shoulders awkwardly. Either condi- 
tion is likely to favor the beginning of a cur- 
vature, and a curvature once begun is most 
difficult to overcome. 

Therefore, when the position of a child's 
shoulders seems to indicate the presence of cur- 
vature, examine for curvature at once, or have 
some expert do so; and in the meantime see how 
that child is seated. His feet should reach the 
floor, and the bench, which ought to come rather 
well forward, should give support to the leg 
nearly to the knee-joint. The height of the desk 



THE PHYSICAL EXAMINATION 19 

should be such that the child can place his fore- 
arms upon it, almost to the elbows, without 
leaning forward. In fact, the desk-top should 
come far enough backward to prevent altogether 
any undue leaning forward. 

Proper seating conditions will encourage the 
taking of a proper seating posture, besides which 
the child should be instructed concerning the 
values of correct position when seated, standing, 
or walking — a matter too frequently neglected in 
our schools, public and private. We need not 
take up here a discussion concerning the effects 
of sitting too long before desks in the usual 
school-room. We are beginning, at last, to 
realize that the healthy normal child is a restless 
creature, and that though the class-room gives a 
valuable self-control, this restlessness should be 
given fairly frequent opportunity for expression. 
The class-room seat and desk entirely too often 
are required to act as a straight-jacket! 

Flat-foot is another defect that may be noticed, 
usually, at a glance. This condition is usually 
present when there seems to be no arch to the 
instep. This fault is often brought about by 
muscular weakness or by bad shoes, but some- 
times seems to appear during a period of exces- 
sive growth. Tight, badly-shaped shoes, which 
do not allow the foot to conform to its natural 
shape and which restrict the natural movements 



20 PHYSICAL TRAINING 

of the foot when walking, are likely to cause the 
foot to turn outward, whereas, in walking or run- 
ning the foot naturally tends to point straight 
ahead, or even a little inward. When the shape 
of a shoe prevents the foot from taking this 
natural position, actually encouraging it to turn 
more and more outward, then the weight of the 
body is not carried by the parts best fitted for it, 
and thus arises a strong likelihood that the arch 
will be broken. This, however, does not take 
place before the development of a considerable 
amount of pain in the foot, calf, or even in the 
back. Therefore we can look upon these signs 
as timely warnings. 

Summary of Points Concerning Carriage 

Common Faults Common Causes 

1. Hanging head. Weak musculature, malnu- 

trition, underfeeding, defective 
eyes. 

2. Stoop shoulders and flat Weak musculature due to 
chest. one or more of several causes; 

or difficulty in breathing, 
caused by adenoids, for ex- 
ample. 

3. Protruding abdomen. Generally present with flat 

chest and round shoulders, 
sometimes indirectly caused 
by them, but often caused by 
some serious digestive diffi- 
culty. 



THE PHYSICAL EXAMINATION 21 

Common Faults Common Causes 

4. Shoulders at unequal Generally a sign of spinal 
heights, twisting of the body curvature, which may be 
or abnormal bending of the brought on by continued bad 
spine. posture, or may be the result 

of a much more serious cause. 

5. Flat-foot. May be brought on by 

muscular weakness or by badly 
fitting or badly shaped shoes. 

Procedure 

When any of these faults appear, there should 
be a prompt and expert examination, and the 
actual cause determined. It is quite useless, as 
well as unreasonable, to blame a child for taking 
a bad posture, for not " sitting up straight," for 
instance, when the bad position is caused by a 
physical defect. In all cases, the child's parents 
should be notified and persuaded to assist in 
remedial measures. 

Facial Characteristics 

It is only by putting together a great number 
of indications and signs that one is able to 
approach a reliable physical diagnosis. Char- 
acteristics noted in a child's posture or carriage 
may seem to indicate certain conditions, but by 
no means can they be relied upon in themselves. 
They must be considered in connection with other 
signs, and even then too great caution cannot be 



22 PHYSICAL TRAINING 

exercised in forming conclusions. If a child's 
carriage or posture is likely to be the first notice- 
able quality, the face is certain to be the second, 
and from a child's face much of value can be 
learned concerning the physical condition. 

The nose may possess one or more of several 
common faults, the presence of one of which may 
not have a great deal of meaning. But when 
they occur along with other facial abnormalities, 
we have occasion to be suspicious. Common 
faults are these: unnaturally broad bridge, thick- 
ened base, unusually small nostrils, a rather 
" puffy" appearance, evidences of a chronic 
"cold," and malodorous breath. One or more of 
these conditions may indicate that there is a 
stoppage of some kind in the nasal passages, and 
the most common kind of stoppage is caused by 
abnormal growths of adenoid tissue. But the 
appearance of the nose alone is not sufficient to 
warrant any decision. However, most of these 
appearances are more or less connected with 
manifestations elsewhere, so a consideration of 
the latter is valuable. The mouth is a great aid 
in this respect. 

The commonest faults that appear in the mouth 
are these: open mouth or mouth-breathing, 
irregularly placed teeth, over-lapping front teeth, 
weak lower jaw, receding or small chin, V-shaped 
upper jaw, high-arched palate, and enlarged ton- 



THE PHYSICAL EXAMINATION 23 

sils. Decayed teeth are often very important 
factors. 

All but the last two faults have generally the 
same cause: that is, some nasal obstruction that 
encourages or brings on mouth-breathing. As 
has been said, the most usual cause of nasal 
obstruction is the adenoid, and the adenoid may 
bring on the appearance of one or more of these 
faults. 

If it is difficult to breathe through the nose, 
then naturally a child — or anyone else — will 
breathe through the mouth. When this becomes 
habitual with a growing child, the roof of the 
mouth often arches abnormally upward, bringing 
the sides of the jaw together so that the jaw 
itself becomes V-shaped. This in turn causes the 
teeth to overlap, because there is not room enough 
for them to place themselves normally. Because 
the lower jaw hangs open, it becomes weak, and 
sometimes becomes unnaturally small, or actually 
recedes. 

All this brings on other bad effects. For 
instance, because the jaws do not meet normally, 
when brought together, the food is insufficiently 
masticated, and thence may come both chronic 
indigestion and constipation. 

When the mouth presents the appearance 
as described, and when, in addition, the nose is 
also of the adenoid type, then we can feel fairly 



24 PHYSICAL TRAINING 

sure that adenoids are at the root of the trouble. 
If, with these conditions, are present the hollow 
or flat chest, round shoulders with consequent 
projecting shoulder-blades, and very poor breath- 
ing powers, then we can feel quite certain. In 
any case, even where there is only suspicion, an 
examination by a physician should be made. 

With all these indications of enlarged adenoids, 
there are sometimes several others. There may 
be a stupid "look," often actual stupidity, fre- 
quent "colds," a nasal voice, pale face, and dull- 
looking eyes. Also, a child who has adenoids 
usually snores. Still another indication may be 
trouble with the ears or with the hearing. There 
may be actual ear-ache, or discharges from the 
ears, or partial deafness of more or less severity. 
A child having such troubles may be reprimanded 
frequently for inattention, when the fact is that 
the child does not hear more than half, and per- 
haps not even that. 

Let it be understood that it does not take the 
appearance of all these faults to make one sus- 
picious of the presence of adenoids. Almost any 
one of them should be deemed sufficient to occa- 
sion expert examination. 

Enlarged tonsils, which frequently accompany 
adenoids, should also be looked for when examin- 
ing the mouth. 

Perhaps you would next notice the eyes of a 



THE PHYSICAL EXAMINATION 25 

child. The more common faults are these: 
" squint,' ' blink, redness of the eye, inflammation 
of the lids, twitching, cross-eye or strabismus, di- 
vergent eyes, hanging head and avoidance of light. 

By many the " cross-eye" has been considered 
almost a "natural" condition. The fact is, how- 
ever, that it is one of no little seriousness, for the 
deflected eye frequently becomes almost if not 
quite blind; yet the condition can be greatly 
improved by early attention. As soon as this 
condition is noticed, the child should be taken to 
an oculist, who may be able in great measure to 
do away with the defect. 

It is also very important to notice at once any 
inflammation of the eye or of the lids, for there 
are several only too common diseases which make 
their appearance in this manner. The other 
faults are generally the result of some defect in 
the mechanism of the eye itself, that is, such 
faults as blinking, twitching, straining, and the 
like. If, when a child reads, he holds his book at 
some very unusual length, this too is a similar 
indication, and should, as with the others, lead to 
an examination by a competent oculist. 

Indications of eye-strain, however, are not 
limited to the eye itself, as frequent contraction 
of the brows, or a continual frown, may likewise 
be taken as important considerations. Again, 
there may be no visible sign, but a child, in read- 



26 PHYSICAL TRAINING 

ing, may make such absurd mistakes, by mis- 
pronouncing easy words, omitting others, and 
adding still others, that instead of condemning 
the child for carelessness, it would be well to have 
the vision tested; for some fault is likely to be 
at the bottom of the bad reading. 

So much depends upon the well-being of the 
eyes that too much care can hardly be used in 
observing them. Eye defects are common causes 
of headache, nervousness, irritableness, or down- 
right bad temper or incorrigibility. They are 
very often the cause of a seeming backwardness 
or dullness. The writer has examined many 
children supposed to be abnormally backward 
who were able to distinguish words or even letters 
only with the greatest difficulty. Proper treat- 
ment, or proper glasses, may make a seemingly 
stupid child into a normally bright one, or a 
cross, irritable child into a happy, cheerful one. 
Such treatment will frequently alter a child's 
whole disposition for the better. Badness is quite 
often the result of some physical strain, and 
among these there are few more common than 
that caused by defective eyes. 

We need hardly mention the teeth specifically. 
It is well known that decay affects the digestive 
organs not only through the constant swallowing 
of the products of the decay, but also because, 
ultimately, the food is improperly and insuffi- 



THE PHYSICAL EXAMINATION 27 

ciently masticated. This latter also happens 
when the teeth are badly adjusted so that they 
are unable to perform their functions properly. 
Not only so, but the constant irritation caused by 
bad teeth may drive a good-natured child almost 
into incorrigibility. 



Summary for Points Concerning the Face 



Common Faults 
1. The nose. Broad, flat 
bridge; thick base; very small 
nostrils; puffy appearance; 
malodorous breath. 



Common Causes 
Chronic ^stoppage of some 
kind, probably caused by en- 
larged adenoids, or by a 
chronic catarrhal condition. 



2. The mouth. Open mouth, 
mouth-breathing, irregular 
teeth, over-lapping front teeth, 
weak lower jaw, receding lower 
jaw, high-arched palate. 



¥ Nasal obstruction, probably 
caused by adenoids; enlarged 
tonsils often accompanying 
adenoids. 



3. The ears. Ear-ache, dis- 
charge, partial deafness. 



Sometimes caused by condi- 
tions developing with enlarged 
adenoids or tonsils or accom- 
panying inflammations. 



4. The eyes, (a) Twitching, 
blinking, hanging head, reading 
at unnatural distances, inward 
or outward strabismus. 

(6) Redness of the eye. In- 
flammation of any kind. 



(a) Faulty mechanism of the 
eye, calling for services of aD 
oculist. 

(6) May be caused by the 
presence of some dangerous 
contagious disease. 



5. The teeth. Decay. 



Lack of attention, or effect 
of certain diseases. 



28 PHYSICAL TRAINING 

Procedure 

When any of the clear indications of adenoids 
or other nasal stoppage is present, examination by 
a physician is in order, as is also the case when 
contagious diseases of the eye are considered. 
When faulty eye-mechanism is in evidence, then 
the advice of an oculist should be had without 
delay. Decayed teeth should occasion not only 
a prompt visit to the dentist, but also careful 
instruction as to the care of teeth. 

It is hardly the place of this book to go deeply 
into the eye and ear tests. A Snellen Chart is 
useful in obtaining a rough judgment as to the 
fitness of the eyes, being careful to cover the eye 
not in use, and to see that the chart is well 
lighted. A simple way of testing for hearing is 
to stand behind the subject with a soft-ticking 
watch. Have the child's eyes blindfolded. Bring 
the watch slowly towards one ear, telling the 
child to speak as soon as the watch is heard, 
indicating which ear is nearest the watch. Try 
the experiment a number of times, and do not 
test the ears alternately, but try the same ear 
twice or even three times in succession, and so 
break the order that the child cannot guess which 
ear you are testing. Note the distances at which 
the child hears the watch with either ear. If 
there is a great difference in distance, you can 
feel sure there is some marked fault. You should 



THE PHYSICAL EXAMINATION 29 

have your watch tested by a number of seemingly 
normal children so that you can have some judg- 
ment as to how far from the ear it can generally 

be heard. 

The Hands 

Several facts can be noticed by even a brief 
examination of a child's hands. For instance, in 
shaking hands with a child, it can be noticed if 
the hand has a normal temperature, or whether it 
is very dry, or hot, or cold and moist. It can be 
noticed whether the grip is firm and reasonably 
strong, or if it shows excessive, jerky, nervous 
strength, or is flabby and lacking in energy. At 
the same time you can see whether the finger- 
nails are bitten, whether the back of the hand is 
red, and if it is reasonably clean or not. If the 
back of the hand is red, press the thumb upon it, 
and so leave a white mark where the pressure 
was exercised. In this connection it is important 
to note how rapidly or slowly the blood flows 
back again into the white area. If the hand is 
not clean, then it is important to judge whether 
it is the uncleanliness of the day — and there is 
something the matter with a boy whose hands 
are always scrupulously clean! — or the unclean- 
liness of many days, which indicates something 
concerning home environment — as does the pro- 
verbial " low-water mark" not infrequently visible 
behind the ears and along the back of the neck! 



30 PHYSICAL TRAINING 

A few other points can be observed. Ask the 
child to extend his arms straight out before him. 
The four illustrations show characteristic positions 
which may be taken by the hands. The first 
shows a normal healthy condition, the hands 
being held straight out, strongly, but not with 
unnecessary vigor. The second shows a nervous 
type of hand. In such a case an excessive 
amount of nervous energy is called into action, 
and also into very easy, simple movements. In 
this case the abnormal tension distorts the hand 
as shown. The third type indicates that a nor- 
mal amount of energy is lacking. This is shown 
by the drooping of the thumbs. If the child is 
actually tired, the thumbs will droop anyway, but 
if the child has no reason for being tired — phys- 
ically or mentally — then the drooping of the 
thumbs is to be noticed, though the indication is 
not so important as that shown in the fourth 
illustration. Here the whole hand droops as 
though it were utterly lacking in energy. For a 
child physically or even mentally tired, such a 
position might not be made a matter for atten- 
tion; but when there should be no signs of fatigue, 
then it should be noted as an important indica- 
tion. 

Some of these conditions concerning a child's 
hands may be not so important in themselves as 
adjuncts in building up a general impression of 



THE PHYSICAL EXAMINATION 31 

the child. Taken in consideration with other 
points, hot and dry hands often indicate a 
feverish condition, and cold and moist hands are 
sometimes signs of low vitality, or sometimes, 
with boys, they may indicate bad habits. An 
excessively strong grip is often the sign of a ner- 
vous condition, which causes one to put forth, in 
every action, much more energy than is required. 
The flabby, weak hand, as might be supposed, 
tells of a vitality below normal from some cause 
or other. 

Bitten finger-nails are another sign of an 
unhealthy nervous condition, a condition which 
may have been brought on by causes as diverse 
as eye-strain, malnutrition, and cigarette smok- 
ing. 

Where the pressure of the thumb leaves a white 
area on the back of a red hand, we have a crude 
means for making a quick judgment as to the 
circulation. If the return of the blood is rapid, 
then we have a reason for thinking the circulation 
to be in fairly good condition any way. If, on 
the contrary, the white mark remains a long 
while, especially if the back of the hand appears 
not only red but more or less rough as well, then 
we can consider the possibility of cyanosis being 
present — some unhealthy condition of the vaso- 
motor system. The other points noted about the 
hands explain themselves. 



32 PHYSICAL TRAINING 

Summary of Points Concerning the Hands 

Indications Causes 

1. Excessive energy dis- Nervous condition, which 
played in action: in grip, and may be the result of one of 
in extending the hands. many conditions. 

2. Temperature: hot and Feverish condition, or re- 
dry, or cold and moist. duced vitality. 

3. Circulation, as shown by Slow return of blood may 
thumb-pressure on back of indicate cyanosis. 

hand. 

4. Drooping of thumbs or Lack of energy, caused by 
drooping of hands when ex- fatigue or by reduced vitality, 
tended. 

5. Marked and continued Lack of care on part of 
uncleanliness of hands. parents or poor home environ- 
ment. 

Procedure 

When any of the above signs of an unhealthy 
physical condition are apparent, especially when 
they are connected with other signs to which they 
add emphasis, the thing to do is to have the child 
examined by a physician, who may not only find 
the definite cause, but suggest a plan for remedial 
work which can be aided by certain kinds of 
exercise. In the case of persistent uncleanliness, 
the child should be given proper ideas on the 
subject, and the social- worker, if there is one, or 
"visitor," should see the child's home and parents. 



THE PHYSICAL EXAMINATION 33 

Nervous Affections 

A teacher is very likely to see many kinds of 
nervous affections in every large body of children. 
Although the cause is not generally to be found 
in the school itself, a teacher or physical instructor 
should be able to recognize signs of common ner- 
vous disorders and see that children having them 
are examined and cared for by proper authorities. 
The troubles of this character most common 
among children are stuttering and stammering, 
chorea, hysteria, and epilepsy. Let us consider 
them in order. 

Stuttering and stammering, though seemingly 
much alike, have rather different physical condi- 
tions behind them, and are more or less readily 
distinguished. In stammering the child seems to 
have difficulty with individual sounds, while with 
stuttering the difficulty is more likely to be with 
syllables. Besides, with the latter, a kind of spasm 
seems to accompany the impeded utterance — a 
condition not evident with stammering. Fur- 
thermore, stammering is often accompanied by 
anomalies of the lips, the tongue, or of the artic- 
ulating organs in general, while such defects are 
not common with stutterers. More "nervous- 
ness" underlies stuttering than stammering. 

Either stammering or stuttering may be excited 
by overwork, undernourishment, some unusual 
strain or excitement, or may be the effects of a 



34 PHYSICAL TRAINING 

fever, while some forms of stuttering are likely to 
be of hysterical origin. In such a case the gen- 
eral condition of the child would need attention. 
Such causes as have been mentioned probably He 
behind temporary forms of these affections. 
When the trouble is more deeply seated, however, 
in a large percentage of cases an entire cure can- 
not be expected. In all cases a scientific training 
in speech-work, and a careful study and, if nec- 
essary, an improvement of a child's general phys- 
ical condition and environment, may do much to 
improve the disorder. 

Chorea, or St. Vitus' dance, is met with, occa- 
sionally, in the class-room, generally in some mild 
form. In these cases a child may seem restless, 
unable to hold objects for any length of time, 
may be excitable, may fall easily, and may make 
purposeless, spasmodic, or unexpected move- 
ments. Efforts to restrain these actions seem to 
stimulate them, excitement of the exercising of 
the affected muscles seeming to have the same 
effect. When the affection is very mild, little 
more may be noticed than a kind of awkwardness 
shown in ordinary motions and muscular ac- 
tions, perhaps accompanied by uneasy bodily 
motions. 

A child displaying any of the above symptoms 
should have medical attention, the teacher's and 
parents' part being to see that the child has 



THE PHYSICAL EXAMINATION 35 

hygienic surroundings, quiet, rest, and much 
open-air life, as well as entire freedom from 
excitement. 

True hysteria is so marked in its action that, 
like epilepsy, there is little likelihood of its exist- 
ing unnoticed. A child possessing a strong tend- 
ency toward hysteria will be frequently moody 
and choleric or irritable. Or he will be sad and 
melancholy, and will be likely to shun the society 
of his fellows. The fits themselves generally 
begin with a suffocating sensation, followed by a 
rigidity, with consciousness much affected. Then 
follow spasmodic shocks and a brief repose. This 
is generally followed by violent shocks, then a 
delirium filled with sorrows and appeals, then 
subsidence, and the attack is at an end. This, of 
course, describes a serious type of attack. Many 
do not reach such an intensity. 

The causes seem to be heredity, or some excit- 
ing cause, such as a fright or shock. Hysteria 
may follow an accident. Exciting or depressing 
emotions may bring on this affection. Fright is 
perhaps the most common cause for children who 
are predisposed to hysteria. Another cause may 
be " defective education," the effect showing in a 
child who has never been corrected, controlled, or 
disciplined, who has been indulged in all his 
caprices, and who has been allowed to develop 
exciting emotions by any means he has desired. 



36 PHYSICAL TRAINING 

Such a child, when checked or "baulked," will be 
likely to show signs of hysteria, if there is any 
predisposition towards it at all. 

Right here is one of the dangers existing in so 
many "new" educational systems, which are 
built upon a false and silly sentimentality, gen- 
erally by persons who are ignorant of the fact 
that self-control, a vitally necessary factor for 
happiness and success, is developed largely by 
means of an intelligent discipline. The discipline 
affecting the lives of adults is a very stern and 
severe one. We have to learn to accustom our- 
selves to the ever present "must" and "must 
not." Obedience comes only through long train- 
ing. Allowing children to develop according to 
their own instincts, allowing them very largely to 
follow their own desires and pleasures, endeavor- 
ing to train and educate them by means of subtle 
persuasions, develops wilfulness instead of will- 
power, and egotism instead of self-control. Many 
a hysterical and uncontrollable child is so because 
of this very kind of training, or lack of training, 
which is bad enough when developed in the home 
by ignorant or weak-willed parents, and still more 
pernicious when actually systematized and prac- 
ticed upon children by the score. 

With hysteria, medical attention is likely to be 
necessary; but the treatment should be moral as 
well as physical. Moral education, of whatever 



THE PHYSICAL EXAMINATION 37 

kind needed, with temporary isolation and out- 
door exercise, are great aids in fighting this dis- 
order. 

Epilepsy may show itself by slight muscular 
spasms, of the outer eye muscles, for instance, or 
of a finger. Or there may be spasmodic actions 
of small or large muscular groups. In severe 
cases a child will fall to the ground with a cry, 
convulsed, with face at first pale and later con- 
gested; the teeth set and the hands clenched. 
Violent spasms are then followed by sleep, which 
may last several hours. 

Epilepsy is not a mere motor disease, but it 
is an indication of serious degeneration, in most 
cases, of the higher intellectual spheres of the 
brain. Signs of the mental condition are rages, 
forgetfulness, moral perversions, and various delu- 
sional ideas. When the disease is chronic, there 
is a deterioration of the mental faculties which 
continues without hope of cure. Temporary 
affections may be brought on by various strains, 
such as intestinal indigestion, or eye-strain, for 
instance. The writer knows of a case or two 
undoubtedly excited by frightful school-room 
lighting. 

When epilepsy is observed in a child, there is 
but one procedure, that is, immediate medical 
attention; and, if the case is chronic, perhaps 
institutional care is best. 



38 



PHYSICAL TRAINING 



Summary of Points Concerning Nervous Affections 



Common Faults 

1. Stuttering: nervous con- 
dition, temporary or incurable. 

Stammering: nervous condi- 
tion, rarely curable, often ac- 
companied with anomalies of 
the articulating organs. 



Common Causes 
Sometimes congenital, ex- 
cited by exhaustion, excite- 
ment, or other physical 
affection. 



Heredity, shock, some dis- 
ease, such as scarlet fever. 



2. Chorea: restlessness, 
dropping things, excitability, 
spasmodic purposeless move- 
ments, unusual awkwardness, 
irritability or too ready 
laughter. 



3. Hysteria: moodiness, Heredity, shock, great ex- 
great irritability, melancholy, citement, or defective educa- 
"fits" as described. tion. 



4. Epilepsy: slight muscular Temporary — some physical 
spasms, severe "fits" as de- strain. Chronic — serious de- 
scribed, rages, forgetfulness, generation in brain structure, 
mental deterioration, delu- 
sions. 



ANTHROPOMETRY 



CHAPTER II 
Anthropometry 

Real anthropometry is such a young science 
that it has not yet been decided as to the best 
method for tabulating the measurements of chil- 
dren. Its early beginnings were connected with 
the development of art, and ancient artists 
seemed more likely to consider what they thought 
to be " ideal" proportions of the human body 
than the actual proportions. This accounts 
for the grotesque physiques shown in much 
ancient sculpture developed before the Grecian 
period. 

The greatest advance was caused indirectly by 
the Olympic Games. It was customary to have 
statues made of the winners, so that the propor- 
tions of the best athletes of Greece became a mat- 
ter of close study. The existent statues of this 
period are certainly fine examples of natural 
types of men and women. 

Early artists endeavored to findjsome part of 
the body which might be used as a unit of meas- 
ure. The Egyptians used the length of the mid- 
dle finger, deciding how many such lengths should 
be the proportion of any part of the body. 

(41) 



42 PHYSICAL TRAINING 

Albrecht Diirer, of Nuremberg, who died in 1528, 
developed a system in which the height was taken 
for unity, the length of the foot being one-sixth 
of this unit, the head one-seventh and so on. 
This artificial standard seemed faulty to Schadow, 
another German artist, who died in 1850. He took 
the measurements of a number of artists' models 
and from these constructed a table of proportions, 
and, though he used picked types, and of course a 
small number compared with the numbers used 
these days, his figures compare very favorably 
with those of Hastings in our own time. 

In the middle of the nineteenth century, with 
the great interest developed in the natural sci- 
ences, there came, with the close study of the 
physical man, a careful study of his proportions. 

The word " anthropometry" owes its origin to 
the man who made the first really intelligent 
system of measurements. This was Quetelet, 
who died in 1874. He not only studied human 
proportions generally, but endeavored to find the 
normal proportions of the different races. He 
published a table of the heights and weights of 
Belgian children, but the development of these 
measurements with age seems to follow a series 
quite different from figures found elsewhere, mak- 
ing it seem that for some of the ages Quetelet did 
not have a great number of subjects. 

Dr. H. P. Bowditch, of Boston, and Francis 



ANTHROPOMETRY 43 

Galton, of London, developed splendid and useful 
systems. Galton particularly developed the 
scheme of grouping all the measurements of one 
item, say height, into percentile groups, making it 
easy to determine the mean, making it possible 
for one to tell that a certain individual, for 
example, excelled a certain percentage of individ- 
uals, or was excelled in turn by a certain percent- 
age. 

Galton's system made it possible to represent 
the size of a group graphically, and this is the 
system most usually carried out in our higher 
educational systems. 

In 1861 Dr. Hitchcock, of Amherst, began 
taking the physical measurements of pupils, 
and educational systems generally followed his 
example, till now this measuring is carried out 
with great thoroughness by nearly all educational 
institutions of importance, including high schools 
and private academies. Therefore many tables 
of measurements have been compiled, perhaps 
the best and most useful being those of Dr. 
Hastings, of Springfield. His manual gives the 
measurements of a great number of children, from 
infancy upward, all arranged in the percentile 
form. These tables are of immense value for the 
quick determination of an individual's deviation 
from type. 

Generally speaking, measurements of children 



44 PHYSICAL TRAINING 

have been arranged in groups according to the 
chronological age of those measured, but about 
four years ago Dr. C. Ward Crampton, of the 
Department of Physical Education of the New 
York City Schools came to the conclusion that 
this system was not altogether reliable, especially 
through a certain span of years. The fact is that 
there is a great variation in measurements of 
children of the same age chronologically, but 
differing widely in physical maturity, that is, the 
post-pubescent children of a certain age are likely 
to be much larger than pre-pubescent children of 
the same age. So it seemed to him that an ideal 
system should consider the physiological age, 
thus making for a great and difficult complication 
— true though the judgment be. 

But it seems to the writer that a very impor- 
tant point has been lost sight of. It is very 
evident that people do not conform to one partic- 
ular type of build. There are not only racial 
characteristics, but distinct family characteristics. 
For instance, we sometimes see children who are 
very slender, and we find their parents slender 
also, or one parent, and perhaps his or her pa- 
rents also. The slender type is far from being 
uncommon. On the other hand, the thick-set 
type is fairly common, too, and the variations can 
be seen among people of the same race. So it 
must be a great error to say that a child of a 




Perfect Heavy Type, Age 10. Physical Standard 127. 
Side and Back View. 



ANTHROPOMETRY 45 

certain age, physiological or chronological, should 
have a certain shoulder girth, or chest expansion, 
or the like, for the simple reason that a table of 
usual averages would make both the slender and 
thick-set types abnormal, whereas they are per- 
fectly normal and healthy types. Of course, too, 
there are types that fall in between these two 
extremes. We might say there is a " medium" 
type of build, which is really an average of all the 
builds, and possibly 40 per cent of all children 
might conform to this average or medium type. 
Naturally we cannot consider all the intermediate 
variations, for to tabulate them would make the 
process far too cumbrous. But it is a fairly 
simple matter to distinguish the three obvious 
types — the slender, the medium, and the heavy 
— and arrange height tables for each type of 
physique. Chronological age tables cannot be 
relied on, particularly in the United States, where 
there is an intermingling of such a variety of 
races that average heights for different ages vary 
greatly. Therefore, if we are to have an effective 
table of proportions for muscular development, 
we will have to consider the three types along with 
a height standard, and though chronological age 
averages may be mentioned, they must not be 
given very great value. 

The measurement tables published in this book, 
therefore, are arranged according to height and 



46 PHYSICAL TRAINING 

to the three types mentioned. The writer is well 
aware that in abandoning the usual chronological 
age standard, or the age-height standard, there is 
likely to arise a great deal of adverse criticism, 
not so much because of any seeming fault in the 
system herein proposed, but largely because we 
have all grown up with the idea that children of 
about the same age should be about the same 
height, and have about the same girths. And 
yet, no doubt, many children of a naturally slen- 
der physique — a physique typical of their partic- 
ular families — children who are perfectly strong 
and healthy in their slenderness, have been 
worried, or their parents have been worried, 
because some ignorant physical instructor or 
examiner, or even physician, has said that they 
were ten pounds or more under weight, for 
instance, or too narrow for their height, or far too 
thin, and so on. And so it is likely, also, that 
children who were considerably heavier than the 
"average" for their age and height have been 
induced to take weight-decreasing exercises, and 
perhaps even encouraged to concern themselves 
with special weight-reducing diets. 

The value of measuring should be the informa- 
tion it can give concerning proportions and mus- 
cular development, and the direct effect upon the 
child measured; for by this simple process chil- 
dren can be greatly interested in their physical 



ANTHROPOMETRY 47 

status, can be given a strong desire for improve- 
ment, and can even be brought to such a condi- 
tion that they will sacrifice almost anything that 
will tend to harm their physiques or that will pre- 
vent the best development. 

These tables are planned to enable a physical 
instructor or examiner, or even a teacher or a 
parent, to find if a child is well-developed for his 
height and type. Also, the whole system is 
planned so that its application will be likely to 
give a child a compelling interest in his physique 
— an interest that will not only cause him to 
desire to improve it and to perfect it, but that 
will also cause him to abandon willingly bad 
habits that will tend to hurt him physically. A 
study of "boy psychology" indicates that a nor- 
mal boy is more interested in his physical devel- 
opment than in any other one thing, and that if 
he has not this characteristic interest, it can be 
aroused easily by measuring his "muscles," show- 
ing him photographs of boys, or actual boys of 
his own age, who have acquired first-class mus- 
cular developments, by having him hear a talk or 
two given by some prominent local athlete, and 
by getting him to compete with other boys for 
physical improvement or for the possession of 
the best "all-round" physique. 

In Philadelphia, where this system has been 
carried on experimentally for several years, com- 



48 PHYSICAL TRAINING 

petitions of this kind were held in four public 
schools — competitions for the greatest physical 
improvement during the year, thus giving the 
best chance to those having the worst physiques, 
and competitions between schools to find the boy 
with the best all-round physique. The interest 
in these contests has been extraordinary from the 
beginning. Again, when the boys were first meas- 
ured, they were rated as " First Class," "Second 
Class," or " Third Class," according to their phys- 
ical status, and they wore buttons indicating to 
which " class" they belonged. The third-class 
boys hated to advertise themselves as being only 
"third-rate," but they had to wear the buttons 
so as to be eligible for membership in various 
recreational and vocational-guidance clubs which 
were organized for their benefit. So they wore 
the low-class buttons, but did all in their power 
to become second-class and even first. 

This system has been most effective in causing 
the boys to strive for physical perfection. The 
writer is acquainted with one class of forty boys 
about to graduate from one of the grammar 
schools, in which this system is being tried out 
for the third year. At the beginning this class 
contained but one first-class boy. Now over 
half the class is first-class, and all but three of the 
remainder second-class. 

The winners of the competitions have their 



ANTHROPOMETRY 49 

photographs taken, and these are permanently 
displayed in their schools. The whole process 
interests the boys so much that they are always 
anxious to know what kind of things will improve 
their physical development, and what things will 
harm it. But there are no " anti-cigarette' ■ talks, 
for instance. "Anti" talks of any kind con- 
stitute negative teaching, which is excessively bad 
pedagogy and psychology, and quite without 
beneficial effect. The " don't" method is an 
abject failure. The only kind of teaching is a 
positive teaching. Encourage the children to do 
something that will indirectly prevent or dis- 
courage them from doing something that they 
should not do, and you will find this method as 
effective as you can desire. So, in the carrying 
on of this system, such a matter as smoking 
might be mentioned almost casually, thus: 

"Well, cigarettes will not kill you right off, I 
dare say, and I suppose they will not immediately 
make you stone blind, or crazy, or give you con- 
sumption, or the like. But there is one thing 
about it: if you do smoke — well, the fellows who 
don't, will get ahead of you in this competition!" 

To boys that makes a perfectly logical argu- 
ment. They characteristically like competitions, 
and they wish very much to win this kind of com- 
petition. Through such a means any bad habit 
can be effectively attacked, from such simple 



50 PHYSICAL TRAINING 

matters as coffee-drinking and keeping late hours, 
to more serious ones. 

So, you see, there is more in the physical train- 
ing of boys than the mere giving of exercises and 
the taking of measurements. The measurements 
may or may not be valuable in themselves, but 
the effect of measuring upon the children can be 
made a strong and decided influence for good, an 
influence for clean morality a hundred times more 
effective than any number of "don't" class-room 
lessons on the physiology of sex hygiene. It is 
an "indirect" method for moral development, 
and all the more effective because indirect. 



ATHLETICS AND SPORTS 



CHAPTER III 
Athletics and Sports 

There are few influences more valuable than 
those of our usual school sports and athletics — 
when they are managed with care and judgment. 
They organize the native "play" spirit of the 
child, and play is of the very greatest import in 
the moral, mental, and physical development of 
the girl and the boy. And by play I mean the 
kind of play characteristic of children in the dif- 
ferent stages of their development, and not the 
kinds of play sometimes forced upon them by 
ignorant or unthinking adults for the avowed 
reason that the children will be benefited thereby. 

A very good example is dancing. All children 
like to dance, and^many dances have almost 
spontaneously sprung up among children — 
individual, primitive dances, such as can be found 
among the street children in our large cities. 
I do not mean the ordinary, dancing-school 
" round" or "contact" dance at all, with its 
artificial environment and manner, its unvaried 
movement, and baneful psychic influence. I 
mean the more free and open dance of the "folk" 
variety, where the movements are varied and 

(53) 



54 PHYSICAL TRAINING 

graceful, and where the pleasure is primarily in 
the movement and not in sex interest, as is the 
case in the common dancing-school dances. Dr. 
G. Stanley Hall tells us that the first kind of 
dance is immensely valuable, but that dancing 
has fallen on "evil days," and that the modern 
dance has for its attraction sex interest only. 

Generally, too, where children are sent by the 
dozen to the semi-fashionable dancing school, we 
find their parents of the well-to-do type whose 
children so often "go wrong." We find these 
children are rarely allowed full play to their many 
natural instincts. Their parents cannot realize 
that the boy of twelve is not a man in miniature, 
but a creature as different from a man as one 
kind of animal is from another. These parents 
do not realize that their children have many nor- 
mal characteristic instincts — both girls and boys 
— which must be provided with means for a 
natural expression to prevent a perverted break- 
ing-out later on. Here is the fatal mistake of 
creating an adult standard of manners for young 
children — the dangerous endeavor to make the 
boys and girls little "gentlemen" and little 
"ladies." They are sent to dancing school to get 
poise and manners, and an artificial standard of 
behavior is forced upon them. The outlets for 
the expression of their normal semi-barbaric 
instincts are closed to them, and only one instinct 



ATHLETICS AND SPORTS 55 

is permitted opportunity for free and precocious 
development — that is, the sex instinct. Our 
dancing schools, where children of the "best" 
families go, are but institutions for suppressing 
natural instincts and for the encouraging of the 
precocious development of instincts which do not 
need encouragement at all. The moral downfall 
of many such children has undoubtedly begun in 
the common children's dancing class. 

But many folk dances are excellent, and 
children actually enjoy them. And it is an 
encouraging point that they are gradually being 
introduced, largely through the influence of the 
public schools. 

It is not the place of this book to describe the 
many plays and games that are so valuable for 
children. There are a number of able and com- 
prehensive books on the subject. A few words of 
criticism and warning, however, are quite in place. 

Co-operative sports, requiring the organization 
of "teams," are very valuable. Good team-work 
means the elimination of the individual ego, and 
a boy learns to sacrifice himself and his desire for 
getting into the "lime-light " for the sake of his 
team. This co-operative spirit develops with 
adolescence, before which time "teams" are but 
collections of individuals, of which every one 
wants to be "pitcher," or "quarter-back," and 
so on. 



56 PHYSICAL TRAINING 

Up to adolescence the most enjoyable kind of 
games are those in which individuals compete 
against each other for individual glory, and it is a 
mistake to endeavor to develop real team-work 
before the natural time for it. For the same 
reason, class drills in different physical exercises 
are not of very great value, simply because the 
child is not greatly interested in group work, 
and exercise is very effective only when there is a 
direct interest in it on the part of the child. 

We must be very careful, however, especially 
when we consider the regular school sports, to 
see to it that they are suited to each individual 
child. It is amazing how common it is for school 
football teams to be formed, the only require- 
ment being that the members be strong, active, 
and courageous. It never enters the minds of 
many coaches to inquire as to the physical fitness 
of each boy for that particular kind of sport. 

Football is an especially good example. At best 
it is not a particularly safe game for boys, though 
many bad points have been eliminated. The real 
danger seems to come in the private-school teams. 
Many schools encourage the formation and train- 
ing of such teams, not for the individual benefit 
of the boys, but for the advertising a successful 
team gives a school. So we find the paid, pro- 
fessional coaches — who are often entirely ignorant 
of the science of physical development — willing 



ATHLETICS AND SPORTS 57 

to "take a chance" and run the risk of sacrificing 
any boy for the sake of the team, or, rather, for 
advertising himself and the school. It is common 
for private academies to put all their resources at 
work for the development of successful teams, the 
boys not belonging to the teams getting no phys- 
ical attention whatever, so far as sports are con- 
cerned. The writer knows of one typical academy 
where every boy is required to pay $5 each year, 
for "athletics." This brings $1250, $1000 of 
which goes to a professional coach, who occupies 
himself with the senior school teams which are 
supposed to represent the school, and the remain- 
der to incidental expenses connected with the 
work — the great majority of the boys receiving 
absolutely no attention as far as the encourage- 
ment and training in sports is concerned. 

Frequently, as has been said, physical trainers 
or coaches allow boys to join teams, or actually 
persuade them to do so, who are not fitted for 
such sport at all. We hear of many serious 
accidents, especially in football; and a great 
number are caused by allowing a young boy, who 
is big and strong for his age, to play on equal 
terms with older boys, who may be no larger, or 
who may even be smaller, but who are much 
more strongly "knit" and thus able to bear phys- 
ical strains, without harm, which might disable 
the younger boy for life. 



58 PHYSICAL TRAINING 

Not only so, but the trainers do not seem to be 
aware of the fact that a boy who has grown very 
large and strong for his age, generally has a heart 
a little small in proportion to his size — a heart 
which should be given opportunity for normal 
growth, and which should not be called upon for 
the great exertion needed in football or in some 
of the more wearing track sports. Thus it is that 
many boys are injured, and thus it is that many a 
boy, who in time might have become a first-class 
athlete, has found it necessary to go quietly and 
carefully all the days of his life. 

If you are going to have a football team of 
growing boys, see to it that they are all given a 
physical examination by an expert, and that they 
are as nearly as possible of one age and weight. 
After all, winning the game is not the important 
thing: the cultivating of team-work is more 
important, and the encouraging of boys to take 
interest in out-of-door sports. Generally speak- 
ing, regular football had better be left for boys 
and young men who have attained their growth 
and who are in first-class physical condition. 
There are other sports equally valuable. Fur- 
thermore, do not make the school team the object 
of all your interest, but see to it that all the chil- 
dren in the school are interested in outdoor sports 
suitable for them. 

Track sports again need great attention, for it 



ATHLETICS AND SPORTS 59 

is another custom to encourage boys to enter for 
running sports which are unsuitable to their 
strength and physical condition. Some contests 
are almost criminal, particularly what is known 
as the " street marathon" in which are entered 
boys of all ages and physical conditions. It is 
almost a heart-rending sight to see the forlorn 
youngsters staggering home after four or five 
miles of severe exertion. Long walks and hikes, 
when gradually led up to, may be fine exercise 
and beneficial, but the marathon, or any run tak- 
ing so great an amount of the growing boy's 
energy, is doubtless responsible for bringing a 
serious, or, sometimes, even fatal injury. It is 
the excess that is dangerous, and the permitting 
of children to take part in strenuous sports for 
which they are not, at that time, fitted. 

Basket-ball is another good example. This is a 
very fine game, requiring a great deal of energy 
and skill. If the time of play is carefully limited, 
the game may be decidedly beneficial, especially 
if it is seen to that all the players have sound 
hearts. But the writer has known of so-called 
"physical directors" who have permitted teams 
of growing boys to play all afternoon, and learned 
nothing from seeing them go home, white and 
exhausted, day after day. 

Let us, then, have much out-of-door exercise 
and sport, and let us see to it that all the chil- 



60 PHYSICAL TRAINING 

dren have it, and not merely picked teams; but 
let us also be careful to make sure that the chil- 
dren are physically fitted for certain kinds of 
sport, and that excessive exercise is avoided. 

It is not the place of this book to describe 
school-room conditions that make for bad phys- 
ical condition and bad physical development. 
We now know that very small children partic- 
ularly should not be made to sit for any length 
of time in the strict order and silence that used to 
be required of all alike. We know that when 
children reach the school-desk period, the seats 
and desks must be regulated to the size of the 
child. We know that frequent periods for phys- 
ical relief must be provided, not once a week, as 
in a certain Pennsylvania high school, but two 
or three times a day. We are quite aware, these 
days, that there is no use in giving children phys- 
ical examinations if they are in badly ventilated 
class-rooms. Corrective work can be seriously 
hampered under such conditions. 

There is no doubt at all but that school chil- 
dren should be examined two or three times a year, 
and corrective or remedial measures provided. 
Such a procedure would mean much for future 
generations, just as would the finding and segre- 
gating of the mentally and morally abnormal. 



THE MEASURING 



CHAPTER IV 
The Measuring 

For the measuring you will need a steel tape 
measure, a height standard, scales, and, of course, 
printed cards for your records. Remember your 
main object in taking measurements is not to 
find valuable averages of measurements — the 
measurements themselves are a secondary matter. 
The object is to interest the child in his physical 
development, first, and other matters should come 
afterwards. Therefore, every move should be 
intelligible to the child, and, for the same reason, 
the measurements should be made in inches and 
pounds. 

I have great doubt if the Anglo-Saxon race will 
ever give up its inch or its pound. The endeavor 
to force the common metric system upon the gen- 
eral public is likely to be doomed to failure. But 
it is quite possible that we can make a rational 
metric system, so to speak, from our own units, 
using, for instance, the foot as a unit, divided 
into tenths and so on, and dividing the pound 
into tenths likewise. In fact this is already being 
done to some extent, or sometimes the inch is 
divided into tenths, though still kept one twelfth 

(63) 



64 PHYSICAL TRAINING 

of a foot. There seems to be a good chance, 
however, of the foot's becoming a unit, with 
divisions in tenths and hundredths, and so on. 

At any rate, to interest children in their meas- 
urements they must be made according to a 
standard well known to them, so that of necessity 
we must use the inch and pound in this work. 
If you can get a tape-measure in inches and 
tenths you will do well. 

A hand dynamometer sometimes interests the 
children a great deal, and it would also be a help 
to have a spirometer. But as these instruments 
are not generally at hand, they are not considered 
in the following tables. The hand-dynamometer 
is the only strength-testing instrument that 
should be used. Strength tests have been known 
to cause painful and even dangerous accidents, 
and there is not a great deal of value in using 
them with children. 

As a complete stripping cannot always be 
made, your record cards can be arranged for your 
own particular needs. When you are measuring, 
it is well to have three children in the room at a 
time — one dressing, one undressing, and the other 
being measured. It affects a boy to be measured 
before other boys. He wants to "show up" well, 
and it is likely to make him take an interest more 
than usual in his physical appearance generally. 
Also it is good for the two spectators to have 



THE MEASURING 65 

another boy's faults and good points pointed out 
before them. The examiner should be one hav- 
ing a great deal of experience with children and 
one who will quickly win their confidence. A 
person of the right character and personality put 
in charge of such work may mean a great deal 
for the future of the children coming into personal 
contact with him. 

When measuring the boy's height, see that he 
stands naturally under the standard. If you 
cannot have a regular height standard, then make 
foot and inch marks on the wall, or paste a cloth 
tape upon it, and then have the boy stand under 
a right-angled triangle held against the tape. 
By this means you can get his height just as 
accurately. Whether the boy is stripped 
altogether or not, he should take his shoes off for 
this measurement; otherwise it is valueless. 

The shoulder girth is taken around the shoulders 
at their greatest measurement. The tape should 
not be pulled tightly, for the flesh gives consid- 
erably under undue pressure. The tension 
should be just enough to hold the measure in 
correct position. 

The chest. Place the tape around the upper 
part of the chest so that it will take a level line 
just under the arm-pits. Have the boy take as 
big a breath as he can and then exhale all he can. 
Put down the girth, contracted and expanded, 



66 PHYSICAL TRAINING 

and then the difference, or chest expansion. The 
same process is repeated with the measure an 
inch or an inch and a half below the bottom of 
the breast-bone. Take the largest measurement 
you can get. The exact place will vary with 
individuals. The chest girth and " average" 
expansion are given in the tables. 

The arms. Measure about the middle of the 
upper arm, letting the arm hang loosely. Then 
measure the upper arm again with the biceps con- 
tracted fully, taking the largest measurement you 
can get. 

The waist. This is taken where the measure- 
ment is smallest. You must use care in this to 
see that the waist is not contracted. Many 
children will contract the waist a little upon its 
being measured. 

The hips, thighs, and calves are also taken at the 
point of greatest measurement. Be careful that 
the boy stands evenly on both feet. 

Before comparing his measurements with those 
of the tables you must decide to what type he 
belongs. You can almost tell with your eye 
whether he is normally slender, medium, or heavy. 
Another name for heavy would be thick-set. This 
does not mean fat. The obviously fat boy is an 
abnormal type, and these measurements are not 
suited for boys having a great excess of adipose 
tissue. 



THE MEASURING 67 

It is found that there is a great variation in the 
weights of boys of the same height. Between a 
normally slender boy and a normally thick-set 
boy of the same height there may be a difference 
of nearly thirty pounds. According to the usual 
tables of measurements the slender boy would be 
marked down as being so many pounds "under 
weight," and the thick-set boy might even be 
given weight-reducing exercises. So, as has been 
said, we have found it reasonable to divide chil- 
dren into three physical types, just as adults can 
be divided, that is, the slender type, the medium 
type, and the heavy type. 

Between boys of the same height but of dif- 
ferent types there are corresponding differences in 
girths. But a slight increase of girth all over 
the body would not make a great difference in 
measurement in any one place, but would make a 
decided difference in weight. So the simplest 
method of tabulating types is by the height- 
weight standard. Of course the three types are 
not absolutely clear and distinct from each other, 
for there are gradations between them, and it 
would be possible to tabulate differences to 
almost any extent between the extremes. We 
have inserted two intermediate tables, one between 
the slender and medium, called slender-medium, 
and one between the medium and heavy, called 
medium-heavy. For convenience it is advisable 



68 PHYSICAL TRAINING 

to recognize the five types, using for the medium 
the " average" measurements of many children 
(in the following tables five thousand children 
were used in obtaining some of the figures) and 
then grouping the slender and heavy types about 
the average measurements of children who were 
obviously more slender than the average, or more 
thick-set. 

To find the type of child being measured, find 
his height and weight. Find the same height on 
the Type Table and see to which type his weight 
corresponds most closely. For instance, let us 
say the height of a boy is 60 inches and his 
weight 87 pounds. This comes nearest being the 
weight corresponding to the 60-inch height in the 
medium-type table, so we would class the child as 
a medium-type. Should the weight be half-way 
between the weights of two of the tables, class the 
boy with the more slender-type table. That is, 
if a boy was 51 inches high and weighed 63 § 
pounds, this would be half-way between the weight 
of a slender-medium boy of 51 inches and a 
heavy-type boy of the same height. This boy 
would be classed with the medium-heavy type. 
Remember, too, that the tables are not meant 
for the obese boy. For such a boy girths mean 
little, and all you can notice will be such mat- 
ters as chest expansion and a few muscular 
contractions. 



THE MEASURING 69 

When a boy's measurements are compared 
with those tabulated for his height, weight, and 
type, slight differences in girths must not be 
given too much significance, though evidences of 
muscular development are to be given full impor- 
tance. But remember that the great purpose of 
taking these measurements is the interesting of 
the boy in his own physique, so that he can be 
told to advantage how much under or over he is 
the average measurements of his type. Further- 
more, it acts as a great stimulus to " standardize" 
a boy according to his physical status — that is, 
according to his approach to the perfect measure- 
ments for his type. This process is a purely 
arbitrary one and can have little or no scientific 
meaning; but the value is great from a psycholog- 
ical standpoint, and this has been found true by 
several years of experiment with many hundreds 
of boys. In this standardizing, three classes are 
recognized. The first-class boy approaches very 
nearly the averages for his type, weight and 
height. The second-class boy has a fair develop- 
ment, but not as good as it might be, and the 
third-class is distinctly inferior to the second. In 
this standardizing no credit is given to measure- 
ments which are very little under a boy's own 
control. So special credit cannot be given to 
height, for instance. 

The following measurements are used in mak- 



70 PHYSICAL TRAINING 

ing this purely arbitrary standardization: shoul- 
der girth, chest, hip, thigh, and calf girths, 
chest expansion, and the "difference" in the 
girth of the upper arm when the biceps is con- 
tracted. Consider 100 as an ideal standard. 
From 93 to 100 inclusive can be considered first- 
class, from 84 to 92 inclusive second-class, and 
below 84 third-class. For every quarter-inch 
variation from the standard in shoulder girth, 
chest girth, hip girth, thigh girth, and calf girth, 
add or subtract one from the boy's record. For 
each one-eighth inch variation from the standard 
in chest expansion and in the "difference" of each 
arm, add or subtract one. That is, if a boy's 
shoulder girth were an inch under the standard, 
four would be subtracted from his record, and if 
his chest expansion were a quarter-inch over the 
standard, two would be added to his record. 
Some boys having an exceptionally fine physique 
will go over 100. The writer knows a boy of 
eleven who attained 130, and another of nine 
whose standing is 123. These are, of course, 
exceptional, but they can be used to stimulate 
their schoolmates or classmates by being pointed 
out as being especially fine types of boys. The 
effect upon the boys thus pointed out has been 
found to be very good; for they attain a high 
regard for their physical perfection, and are care- 
ful to avoid anything they believe will injure 



THE MEASURING 71 

this perfection in any way or prevent its regular 
development and growth. 

Finally, it should be said that the weights given 
are those of boys fully stripped. If a boy is 
stripped to the waist only, and has his shoes 
removed, three pounds subtracted from his weight 
will fairly account for the clothes he is wearing 
if his weight is above 80, 3| pounds if above 100, 
and 2| pounds if below 80. This is arbitrary, 
but cannot be avoided. 

In the measurement tables that follow "ages" 
are included in parentheses. They cannot be 
given any great value, but it interests people, 
sometimes, to know how the measurements of a 
child compare with those of the " average" child 
of the same age. Unfortunately the writer has 
not a sufficient number of measurements to 
enable him to compile a reliable table for girls. 

In public schools there is usually very little 
medical or physical examination. The introduc- 
tion of such a system as described may have 
to come gradually, especially in conservative 
communities where anything "new" is looked 
upon suspiciously because of its mere newness. 
Stripping to the waist is possibly all that can be 
done at first by way of examination, in which 
case the hip, thigh, and calf measurements must 
be omitted, the boys' "scores" being made up 
without them. 



72 PHYSICAL TRAINING 

It must be remembered, too, that the measure- 
ments given in the tables are not "average" 
measurements of all the boys in large indiscrim- 
inate groups. They are average measurements 
of well-built and healthy boys only; they are 
therefore above the general average, so that when 
a boy comes up to the measurements given in 
this book, he can feel that his development is 
very good, and quite better than that of the 
" average" boy of his type. 

When a boy is obviously below the develop- 
ment of his type and height, then he can be given 
such of the following exercises as will be most 
likely to aid in making up the deficiency, so that 
a boy standardized as third-class, for instance, 
can be helped to become second-class, and first- 
class with a rapidity largely according to his 
own interest and desire. 

It has been found well not to allow a boy to 
be standardized over second-class if he has a 
bad posture that he can remedy. That is, a boy 
may have a score of over one hundred, and yet 
will score but second-class if he has stooped 
shoulders, for instance. 

When you have found the height and weight, 1 
find in which table you have the weight approach- 
ing most nearly that of the boy being measured. 
Then refer to the table of the particular type. 

The measurements here given have been taken 



THE MEASURING 



73 







Type Tables 






Height 


Slender 
Weight 


Slender- 
Medium 
Weight 


Medium 
Weight 


Medium' 
Heavy 
Weight 


Heavy 
Weight 


51 


54 


56.5 


59 


62 


65 


52 


56 


59 


62.5 


65.75 


69 


53 


58 


61 


64 


68.5 


73.5 


54 


59.5 


63 


68 


73.5 


79 


55 


62 


68 


72 


77.5 


83.25 


56 


65 


70 


75 


82 


89.5 


57 


67 


72.5 


78 


86 


94.5 


58 


69 


76 


83 


91 


99 


59 


73 


80 


87 


94 


103 


60 


77 


83.5 


90 


98.5 


107.5 


61 


82.5 


88.75 


95 


103.5 


112 


62 


87.5 


93.75 


100 


109.5 


119 


63 


93 


99.5 


106 


115 


124 


64 


100 


108 


116 


122 


129 


65 


110 


115 


120 


128.5 


137 


66 


115 


121 


127 


136.5 


146 


67 


120 


127 


134 


144.5 


155 


68 


124.5 


135 


145 


157.5 


170 



of children from nine to sixteen years inclusive, 1 
as this concerns the very great majority of chil- 
dren of the age that would be influenced by such 
measuring and also nearly all the children below 
the high school. This system is particularly 
adapted to children of the rapid-growing age, 
that is, up to and including sixteen. 



74 



PHYSICAL TRAINING 





Table 


of Measurements 


FOR 


Slender Type 




'3 


1 


3 
.a 
o 

u 

o 

•d 

XH 


H 

o 

10 
<B 
A 

u 


■ 
a 

OS 

p. 

M 

w 

03 O 

o 


a 
S 


o 

1 

Q 


1 

,3 


g 

8 

hi 

© 
to 

s 


49 

.9 


a 

a 

W 


■♦a 

"O m 


*3" , 

*8 

S 


'a? 

< 

o 
t* 
es 


51 


54 


28* 


221 


2f 


6 


i 


6 


i 


19* 


231 


14 


9* 




52 


56 


28f 


22* 


2f 


61 


I 


61 


i 


19f 


23f 


14* 


9! 


(9) 


53 


58 


29f 


23 


2i 


6* 


i 


6* 


l 


20 


24 


15 


10 




54 


59| 


29| 


231 


2| 


6f 


l* 


6f 


i* 


20 


24* 


15* 


101 


(10) 


55 


62 


30| 


24| 


3 


61 


H 


6f 


H 


20* 


251 


15f 


10* 




56 


65 


31* 


24* 


3* 


7 


n 


7 


if 


21 


26 


15* 


10! 


(11) 


57 


67 


31| 


25* 


3* 


71 


u 


71 


H 


22 


26* 


15| 


10! 




58 


69 


32| 


25| 


31 


7f 


u 


71 


U 


22| 


27 


16f 


lOf 


(12) 


59 


73 


32| 


26| 


3f 


71 


if 


7f 


u 


23 


27f 


16! 


10! 




60 


77 


33 


26* 


31 


7! 


i* 


7* 


H 


23* 


28* 


171 


n 


(13) 


61 


82| 


33f 


26| 


31 


7f 


i* 


7f 


H 


24 


28* 


17* 


ii* 




62 


87* 


34| 


26| 


31 


71 


i* 


7f 


if 


24f 


28f 


17| 


ill 




63 


93 


35 


27 


4 


8 


u 


7f 


U 


25* 


291 


181 


n* 


(14) 


64 


100 


35| 


27* 


4 


8* 


if 


71 


if 


25f 


29f 


18f 


n| 




65 


110 


36* 


27f 


4* 


8* 


H 


71 


l* 


26* 


301 


191 


12 




66 


115 


37 


28* 


4* 


8* 


H 


8* 


if 


26* 


30f 


19! 


12* 


(15) 


67 


120 


38 


28* 


4J 


9 


2 


8* 


if 


27 


31* 


19| 


13 




68 


124* 


38| 


29* 


41 


9 


2 


8* 


H 


28 


32* 


I19| 


13 


(16) 



THE MEASURING 75 

Table of Measurements for Slender-Medium Type 



I 

ffi 

a 


1 
53 


t 

5 

•8 

3 

o 
A 
GG 


3 

s 
6 


■ 
a 

as 

a 

M 

H 

+. a 

co O 

.q ■ 
U 


a 


8 

a 

p 


a 

o 

hi 


« 

u 
(0 

p 


.s 

"3 


15 


3 
la 

fccH 

s 


01 

jg 03 
MO 
S 


0> 
bO 

< 

ar 


51 


56* 


29| 


23 


2f 


6| 


I 


61 


I 


20 


23f 


141 


101 




52 


59 


29| 


231 


21 


6f 


f 


6f 


7 

5 


20f 


241 


151 


lOf 


(9) 


53 


61 


30| 


23f 


21 


6! 


i 


6f 


1 


201 


24f 


151 


10* 




54 


63 


30f 


24 


21 


7 


if 


61 


H 


21 


261 


15! 


iof 


(10) 


55 


68 


311 


24f 


3 


71 


if 


7 


11 


211 


25f 


16* 


101 




56 


70 


32| 


25* 


3* 


7| 


H 


71 


U 


221 


27* 


161 


n 


(11) 


57 


72| 


33| 


26 


31 


7* 


U 


7f 


H 


221 


27* 


16! 


ill 




58 


76 


33f 


26| 


3f 


71 


if 


m 


U 


23* 


28 


171 


ill 


(12) 


59 


80 


34 


27 


31 


71 


if 


71 


H 


24 


28* 


17* 


ill 




60 


83* 


34* 


271 


;3t 


8 


ii 


7f 


H 


24* 


29* 


171 


nf 


(13) 


61 


881 


34| 


27| 


3! 


81 


n 


71 


U 


25* 


291 


181 


ill 




62 


93f 


35| 


27* 


31 


81 


h 


8 


if 


25f 


30* 


18f 


11! 




63 


99* 


36 


27| 


4 


8| 


u 


81 


if 


26| 


31 


19 


12 


(14) 


64 


108 


361 


28| 


4 


8* 


u 


81 


11 


26f 


31* 


191 


121 




65 


115 


36| 


28f 


41 


8f 


H 


8f 


H 


27 


311 


191 


12* 




66 


121 


37| 


29 


41 


81 


2 


8* 


if 


271 


321 


201 


12* 


(15) 


67 


127 


38* 


29* 


4! 


91 


2 


81 


if 


28 


32f 


201 


13! 




68 


135 


39f 


30* 


41 


91 


21 


8f 


if 


281 


33* 


201 


131 


(16) 



76 



PHYSICAL TRAINING 





Table 


OP 


Measurements 


for Medium Type 






*9 


b 

1 

GQ 


J3 
.S3 

o 

ID 
« 

o 


a 

& 

W 

8.2 

o 


S 


8 

a 
£ 

a> 

sa 

9 


hi 


(D 

O 

a 

s 




8 

Pi 


la 

a 


<** 


< 

5 


51 


59 


301 


23! 


2f 


6! 


f 


61 


4 


201 


241 


15! 


101 




52 


62.5 


30f 


24 


3 


7 


1 


7 


1 


21 


25 


16 


11 


(9) 


53 


64 


31 


241 


3 


n 


1 


71 


1 


21f 


25| 


16f 


HI 




54 


68 


31| 


24| 


3 


7f 


It 


71 


1* 


221 


261 


16! 


ill 


(10) 


55 


72 


331 


25| 


3| 


7f 


11 


7f 


H 


221 


261 


17 


nf 


(11) 


56 


75 


34| 


25| 


3| 


7! 


U 


71 


H 


23f 


27f 


171 


ill 




57 


78| 


34| 


26| 


3f 


71 


li 


71 


U 


23| 


281 


17f 


HI 


(12) 


58 


83 


35| 


27f 


31 


8 


U 


71 


U 


241 


291 


181 


11! 




59 


87 


35| 


27| 


31 


81 


U 


71 


u 


251 


29f 


18! 


ill 


(13) 


60 


90 


35| 


281 


3f 


8i 


H 


8 


If 


25f 


30| 


18f 


12 




61 


95 


36| 


28| 


3| 


8f 


U 


81 


If 


261 


31f 


19 


121 




62 


100 


36f 


28f 


31 


81 


if 


81 


If 


26f 


321 


191 


12! 




63 


106 


36| 


28f 


4 


81 


if 


8f 


If 


271 


32! 


191 


121 


(14) 


64 


116 


37f 


29| 


41 


9 


2 


81 


If 


271 


331 


201 


121 




65 


120 


37| 


29| 


41 


9! 


2 


8f 


If 


271 


331 


201 


13 


(15) 


66 


127 


38| 


301 


41 


91 


2| 


9 


u 


28 


33f 


20f 


131 




67 


134 


39 


30f 


4 


9f 


2| 


91 


1^ 

^8 


281 


34 


21 


131 


(16) 


68 


145 


40 


311 


4f 


9f 
1 


21 


91 


2 


291 


341 


21 


131 





THE MEASURING 



77 





Table op 


Measurements 


FOE 


t Medium-Heavy Type 




9 

w 


to 


t 

5 
S3 

3 
o 


o 

•** 

o 


i 

il 


a 

< 

43 

s 


8 

a 
2 

JS 
Q 


g 

"S3 


8 

a 

1 

5 


49 
'I 


a 


4» 

3 




! 

I 


51 


62 


311 


24| 


2* 


71 


! 


6| 


1 


211 


251 


161 


11 


(9) 


52 


65| 


31f 


24f 


3 


71 


1 


71 


1 


22 


25! 


16f 


HI 


(10) 


53 


68! 


32 


25! 


3 


7| 


1 


71 


1 


22f 


26| 


16! 


HI 




54 


73| 


32! 


25| 


3 


7f 


1* 


7| 


H 


23f 


27 


17 


HI 


(11) 


55 


77| 


33| 


25| 


3| 


7| 


1* 


7! 


U 


24* 


27| 


17! 


12 




56 


82 


34f 


26f 


31 


7| 


n 


7! 


11 


24* 


28* 


17f 


121 


(12) 


s 
57 


86 


35| 


27| 


3| 


8 


u 


7| 


U 


25f 


29f 


181 


121 




58 


91 


35f 


28 


3f 


81 


u 


8 


H 


26f 


30f 


18! 


12f 


(13) 


59 


94 


36! 


28f 


3| 


8| 


n 


81 


H 


261 


31f 


18f 


121 




60 


98| 


36f 


28| 


31 


8* 


if 


81 


if 


26f 


32 


191 


12! 


(14) 


61 


103! 


37f 


29| 


4 


8f 


1! 


8f 


11 


27! 


32| 


19! 


12f 




62 


109! 


37| 


29f 


4 


8f 


if 


8f 


U 


27f 


33! 


20 


12! 




63 


115 


38* 


30| 


4| 


9 


2 


8f 


if 


28 


33f 


20f 


12* 


(15) 


64 


122 


39! 


30f 


4| 


91 


2| 


8f 


if 


28f 


33! 


20f 


13 




65 


128| 


39| 


31| 


4| 


91 


2| 


8| 


if 


29f 


33! 


20! 


131 


(16) 


66 


136| 


39f 


31| 


4| 


91 


2| 


9 


if 


29| 


341 


20f 


13f 




67 


144* 


40f 


32 


4f 


91 


21 


91 


If 


30f 


34f 


2U 


13f 


(17) 


68 


157| 


411 


32| 


4| 


10 


21 


91 


2 


31f 


35| 


21! 


131 





78 PHYSICAL TRAINING 

Table of Measurements for Heavy 



Type 



1 

53 
W 


43 


43 
u 

a 

M 

-8 

1 
■a 

0Q 


a 

4» 
h 

3 

43 

09 
<D 

O 


a 

d 

a 

M 

-p a 

TO O 

o 


a 

s 


o 

i 

to 

s 


g 

< 

43 

2 


1 

© 

Q 


43 
.2 

"3 


0B 

a 


8.3 


2 -a 

S 


©* 
M 

© 

If 

M 


51 


65 


32 


25 


3 


7* 


1 


71 


1 


22* 


26 


16* 


111 


(9) 


52 


69 


32f 


26| 


3 


7* 


1 


7f 


1 


231 


261 


16! 


11! 


(10) 


53 


73| 


33 


26| 


31 


7f 


11 


71 


u 


23! 


271 


171 


121 




54 


79 


33| 


261 


31 


71 


11 


71 


11 


24! 


27! 


171 


121 


(11) 


55 


83| 


33f 


26f 


3! 


8 


11 


71 


H 


25* 


281 


171 


12f 




56 


■891 


35 


27* 


3f 


8* 


u 


8 


U 


26* 


291 


181 


12! 


(12) 


57 


94f 


36 


28| 


3* 


81 


i! 


81 


U 


27 


30f 


18| 


13 




58 


199 


36f 


28f 


3* 


81 


H 


81 


11 


271 


321 


19* 


13 


(13) 


59 


103 


36! 


29| 


3f 


8* 


if 


8f 


if 


27* 


33 


191 


131 




60 


107f 


371 


29| 


4 


81 


H 


8f 


U 


271 


33! 


191 


131 


(14) 


61 


112 


38f 


30f 


4* 


9 


2 


8! 


if 


281 


34 


201 


131 




62 


119 


39f 


31| 


41 


91 


2 


8! 


if 


28f 


341 


201 


131 




63 


124 


40| 


31! 


4* 


91 


21 


9 


if 


28! 


341 


201 


131 


(15) 


64 


129 


40| 


321 


4* 


9| 


21 


9 


2 


30 


341 


211 


13* 




65 


137 


41 


32| 


41 


91 


21 


91 


2 


301 


34* 


211 


131 


(16) 


66 


146 


41* 


33 


4f 


91 


21 


91 


2 


3U 


341 


211 


131 




67 


155 


m 


33* 


4* 


101 


21 


91 


2 


321 


351 


211 


13! 


(17) 


68 


170 


421 


34 


4* 


10* 


2| 


10 


21 


33* 


361 


221 


131 





SPECIAL EXERCISES 



CHAPTER V 
Special Exercises 

When a boy or a girl has had any particular 
developmental deficiency pointed out, if it is 
one that can be remedied or improved by exer- 
cises, the following movements may be used. 
Many of these are especially applicable to individ- 
ual use. In large schools it is impossible to give 
each child each day special exercises. But if a boy 
or a girl has been properly interested in physical 
development — this being a main object of this 
work — then he or she will be willing and anxious 
to work for improvement in out-of-school hours. 
So in the school general movements can be 
given, care being taken, however, to see that no 
child is taking a kind of exercise for which he or 
she is not fitted. The great fault with the usual 
class drill is that there are present, now and then, 
children who may be harmed by some of the more 
rapid and strenuous movements. For this reason 
every child should have at least a heart exam- 
ination. 

When a boy is "measured" and his interest 
thereby aroused, he can be shown his deficiency, 
if he has one, and also be shown the appropriate 

(81) 



82 PHYSICAL TRAINING 

exercise for it. He can be told that the proper 
time for this work is when he gets up in the 
morning, that it should be done in fresh clean air, 
and that the great majority are to be continued 
until he begins to feel tired. It is hard to say 
just how many repetitions of a movement a boy 
should make at one time, or just how long he 
should exercise. If he continues, however, until he 
begins to feel a little tired, you can feel reasonably 
sure that he is not working beyond his strength. 

When a boy has a remediable deficiency he can 
be told about how long it may take him to make 
it up. A subnormal chest expansion can be 
brought up very rapidly — the first inch, for 
instance, in a month or two. Improvement of the 
greater muscles takes longer. But a boy takes 
special interest in correcting his defects if he can 
come back, at stated intervals, and see how much 
he has improved, and perhaps be advanced 
through the three classes into which boys can be 
divided according to their physical status. The 
school competitions help a great deal, as has been 
said, one being for the greatest improvement dur- 
ing the year, giving the best chance to the worst 
developed boy, and one for the best developed 
boy in the school, or in two or more schools. 
The taking of the photographs of the winners, in 
tights, and putting them permanently on the 
walls of the school, is a very great stimulus. 



SPECIAL EXERCISES 83 

But let it be distinctly understood that no 
exercising indoors can ever be used as a substitute 
for outdoor active play. It should be seen to 
that children have a great deal of healthy out- 
door exercise, in overseen games and plays, and 
that they go on occasional long walks or "hikes." 
When a boy is well developed all over, or when a 
boy has finally made up any defect he may have 
had, and become first-class, then all influence 
should be brought to bear to have him take 
interest in the great outdoors. While he is doing 
his special exercises at home in the morning upon 
rising he should be having his out-of-door play in 
the afternoon. The fact is that when a boy has 
acquired a good breathing capacity and adequate 
muscular development, he will naturally take up 
outdoor plays or can be encouraged to do_ so 
easily. 

So while many of the following exercises are 
suitable for class or group work, any of them 
can be assigned for special individual work. 
They are suitable for girls as well as for 
boys. 

The Chest 

Exercise No. 1. To increase the chest capacity. 
Not to be continued after a child has reached the 
first-class expansion for his type and height. 
Unfortunately this cannot be put in cubic inches 



84 PHYSICAL TRAINING 

because spirometers are not generally possessed 
by schools. 

Stand erect, with heels together, shoulders 
squared. Raise the arms straight overhead, take 
as large a breath as possible; then, holding the 
breath, lower the arms till they are at rest; then 
exhale. Remember that the breath is to be held 
until the arms are hanging down by the sides. 
This exercise, done a dozen times in the morning, 
in good clean air, will make a marked improve- 
ment with an under-developed chest. Bringing 
the arms down makes a slight pressure which 
forces the air to all parts of the lungs. 

The common exercise in which the air is ex- 
haled as the arms are brought down will do 
for children who have a normal chest develop- 
ment. 

Exercise No. 2. This is done while the child is 
walking. Breathing exercises in the usual class- 
room with the usual stale air cannot be of great 
benefit. So this exercise can be done in the 
school yard, or, in individual work, while the 
child is walking at any time outdoors. At each 
step take in a little breath, so that by the time 
five steps have been taken the chest is filled to 
its capacity. Hold for several steps, exhale, and 
begin again. Continue three or four minutes. 

This, with No. 1, will aid in rapidly bringing up 
an under-developed chest. 



SPECIAL EXERCISES 85 

The Shoulders 

Exercise No. 3. This and the following two 
exercises are to be used when the shoulders stoop 
forward and when the shoulder blades are prom- 
inent. The first two are excellent exercises for 
the whole back as well as for the shoulders. 

Lie face downward upon the floor with the 
arms stretched ahead of you, the hands being 
separated about two feet. Slowly raise the 
hands, head, and shoulders from the floor as high 
as possible (the process taking about three sec- 
onds); then return, absolutely relaxed, to the 
first position. Continue until you begin to feel 
tired. 

A child may tire, at first, after two or three 
motions. 

Exercise No. 4- This is a " pretend" exercise. 
Great good is gained by putting the mind upon 
the work being done. In this case one set of 
muscles acts against another set, to their mutual 
benefit. " Pretend" that you are going to lift a 
heavy weight up over your head. Put your feet 
a foot or so apart to get a good brace; bend 
down and grasp the imaginary weight, slowly, 
using all your strength; lift it in a vertical line 
until it is as high as you can reach, with your 
arms stretched above you, your shoulders squared 
and chest out. Then come down, absolutely 
relaxed, and repeat until you begin to feel tired. 



86 PHYSICAL TRAINING 

Exercise No. 5. This is another exercise 
wherein one set of muscles acts against another 
set. Place your tightly closed fists about six 
inches apart before your chest, your elbows 
extending horizontally on each side of the body. 
Slowly, keeping the arms and shoulders as rigid 
as possible, move the fists upward in a circle until 
they go back past the ears as far as you can pull 
them. This must be done slowly, using your 
strength, the process taking three or four seconds. 
Then relax and bring the fists to the first position, 
and repeat until you begin to feel tired. 

The Back 

Exercise No. 6. Exercises Nos. 3 and 4 are, as 
has been said, good back exercises. The following 
is another, and a "quick motion" one. Place 
feet together and lean forward and downward, the 
hands hanging straight down; then quickly swing 
the arms straight up overhead and take a step 
forward with the right foot, then down. Repeat, 
putting the left foot forward. 

Quick-motion exercises have a value in their 
stimulating effect, affecting the breathing, the cir- 
culation, and the digestive organs. 

The Abdomen 

Exercise No. 7. These are exercises requiring 
considerable strength and bringing a fair strain on 



SPECIAL EXERCISES 87 

the abdominal muscles. When the abdomen is 
weak exercise No. 7 should be used alone, Nos. 8 
and 9 being used when the muscles become harder 
and more capable. 

Lie flat on the back, hands at side, feet 
together. Slowly raise the right leg to the ver- 
tical, slowly put it down and repeat with the left. 
Continue until you begin to feel tired. 

Exercise No. 8. Take the position as in No. 7. 
Slowly lift both legs, keeping them rigidly 
extended and the feet together, to the vertical, 
slowly letting them down again. Continue until 
you begin to feel tired. 

This may tire a child in two or three motions 
at first. It is excellent for a soft, protruding, or 
flabby abdomen. 

Exercise No. 9. Place the feet under a bar or 
under the edge of a heavy piece of furniture; 
take a position as in No. 8, and slowly raise the 
body, keeping the back straight, to a vertical 
position, slowly going down again. Continue till 
tired. 

The Sidles 

These exercises, of course, affect the main 
abdominal muscles as much as they do the sides 
— so called. 

Exercise No. 10. This is a " quick-motion" 
exercise. Lean forward with arms hanging down 



88 PHYSICAL TRAINING 

much as in No. 6, only twist around to the left, 
so that the hands instead of being in front of the 
feet, are above the side, let us say, of the left 
foot. Then quickly swing upwards and around, 
with a twisting motion, till, when the hands are 
overhead you are facing almost directly to the 
right; continue several times and repeat, swing- 
ing upwards to the left from the lower right. 

Exercise No. 11. Lie on one side, keeping the 
body and legs in a straight line, resting upon one 
elbow as shown in the illustration. Then slowly 
lift the hips from the ground as high as you can, 
keeping on one side, one foot being on top of the 
other. Continue until you begin to feel tired; 
then turn over and make the same number of 
motions up and down on the other side. 

This is a fairly " strenuous" exercise and care 
should be taken not to have a child continue 
beyond the first feeling of fatigue. 

Exercise No. 12. This is a continuation of 
No. 11. When the hips have been raised as far 
as possible, raise the upper foot also as high as 
possible; then bring back the foot till it rests on 
the other foot, and then bring the hips down to 
the floor. 

It should be understood, by this time, without 
further repetition, that these exercises are to be 
continued till the child begins to feel tired. Our 
sensations can be trusted on most occasions. 



SPECIAL EXERCISES 89 

Exercise No. 13. This is a " quick-movement " 
exercise. Extend the arms sideways, on a 
level with the shoulders, holding them very 
rigid. Then, holding the body rigid also, 
twist around to the left, then around to the 
right, so that you face the left and right alter- 
nately. 

Exercise No. 14. Extend the arms rigidly as 
in No. 12, and then bend over sideways, slowly, 
as far as possible; then swing up and over to the 
other side, so that the rigid arms take up a "see- 
saw" motion. 

The abdominal and side exercises are useful 
generally, but can be given particularly when the 
abdomen is weak, soft, flabby, or "hanging" 
through weakness, and the side-exercises, also 
generally useful, not only for the side-muscles 
themselves, but also for their effect on the internal 
organs, can be given particularly when such work 
is obviously needed. 

The Arms 

Exercise No. 15. This is an excellent exercise 
for all the arm muscles. Place the hands, palm 
to palm, in front of the chest, the right palm fac- 
ing outwards, let us say. Slowly, using all your 
strength, push out the left hand with the right 
till both arms are fully extended, then, with the 
left hand, slowly push the right hand back to the 



90 PHYSICAL TRAINING 

chest again. This exercises principally the right 
triceps and the left biceps. Reversing the posi- 
tion of the hands exercises the right biceps and 
the left triceps. This is a remarkably effective 
exercise for bringing the arm development up to 
standard. It should take a full second or a little 
more to push one hand out and as long to come 
back to the first position. The " imaginary " 
lifting exercise of No. 4 is an excellent one for 
the arms. 

Exercise No. 16. For the forearms. Extend 
the arms straight ahead of you with the hands 
and fingers extended rigidly. Keeping the hands 
as rigid as possible, open and contract them 
slowly, taking about two seconds to close them 
tightly and as long to extend them fully. This 
can be given as general work and can be used 
when a child's hands are manifestly weak — an 
unusual occurrence, be it said. 

Exercise No. 17. Extend arms as in No. 16, 
extending hands also horizontally, keeping fingers 
together. Keeping the forearms and hands as 
rigid as possible, turn the hands slowly down and 
then up, moving them as far downward and 
upward as possible, taking a full two seconds for 
a movement from down to up. 

A variation of this movement consists in keep- 
ing the hands and forearms rigid as before and 
moving the hands in stiff circles, 




No. 1. Exercise No. 19, Final Position. No. 2. Exer- 
cise No. 11, First Position. No. 3. Exercise No. 12, 
A Development op No. 11. 



SPECIAL EXERCISES 91 

The Neck 

Exercise No. 18. Place the hands behind the 
head and slowly move the head backwards 
against the pressure of the hands and as slowly- 
let it come forward again. The exercise can be 
reversed by bending the head forward against the 
hands placed with the palms against the fore- 
head. 

The same exercises can be done without using 
the hands at all, by making the neck rigid dur- 
ing the exercise, and a good variation is made by 
making the neck rigid and then slowly bending 
the head around in a circle. 

The Chest Muscles 

Exercise No. 19. There are two simple and 
effective exercises for developing the main mus- 
cles of the chest. Lie face down on the floor 
with your hands, palms downward, pressing on 
the floor right under your shoulders. Keeping 
the body and legs perfectly rigid, push down with 
your hands, lifting your body from the floor as 
high as possible. This should occupy a slow sec- 
ond, taking the same time to come down again. 

This exercise should not be done unless shoul- 
der and back exercises, are done also. Many 
boys' shoulders stoop forward not so much 
because of weakness, but because the strength of 
their chest muscles Js larger in proportion than 



92 PHYSICAL TRAINING 

of those across the shoulders, so that the shoul- 
ders are pulled forward. 

Exercise No. 20. Press the palms of your hands 
together in front of your chest, then, using all 
your strength, have one hand push the other 
slowly across the chest, then the second push 
the first back again across the chest to the other 
side. This is a slow, "resistance" exercise. 

The Legs 

The legs of most boys are fairly well developed, 
unless the boy is a "stay-at-home" who prefers 
to sit curled up in a corner reading a book than 
to play with boys of his own age. Give such a 
boy a strong physique and the " reflex" will soon 
drive him out of doors, to his great benefit. 

Exercise No. 21. Stand straight, with feet a 
little apart, then, keeping the body erect, bend 
your knees till you are almost sitting on your 
heels, then up again. The whole process, up and 
down, should take about two slow seconds. If 
there is any heart weakness this exercise had 
better be done quite slowly. 

Exercise No. 22. For the calves. Slowly rise 
up and down on the toes, going up as far as pos- 
sible. When walking, walk for a hundred yards, 
say, coming down on the toes only. 

These comprise the basic exercises which affect 
all the important groups of muscles, and a major- 



SPECIAL EXERCISES 93 

ity are capable of being used for group work as 
well as for individuals. 

Some of the ordinary quick-moving exercises as 
used for classes are valuable, the quick motion 
itself having a direct, stimulating effect. Such 
exercises are the ordinary arm movements, such 
as are sometimes given with dumb-bells. One 
disadvantage of using rapid exercises in the usual 
school class-room is that the physical director or 
teacher generally has no knowledge of the phys- 
ical condition of each child. Though these exer- 
cises are undoubtedly of great value for the 
majority, they can do harm to the small minority 
which may be quite unfitted for such work. 

We should all insist upon a physical and med- 
ical examination for each school child, at least 
twice a year, the results of which, coupled with 
remedial exercises and care, can be made of the 
very greatest value. And, when this is united 
with a character- making influence, as with the 
boys, a work of vast importance can be accom- 
plished. Certainly a great responsibility is put 
into the hands of the schools, these days, and 
let us find them worthy of it! 



INDEX 



INDEX 



Abdomen, 15, 17, 20, 86 
Accidents, 57 
Adenoids, 22-24, 27, 28 
Anthropometry, 12, 41-50 
Arms, 66, 89 
Athletics, 53-60 
Average measurements, 72 

Back, 15, 86 
Basket-ball, 59 
Bowditch, 42 
Breath, 22 
Breathing exercises, 84 

Calves, 66 
Carriage, 15-21 
Character-making, 93 
Chest, 15-17, 20, 65, 82, 83, 
Chorea, 34, 38 
Cigarettes, 49 
Circulation, 31 
Class drill, 56, 81, 93 
Coaches, 57 
"Colds," 22 
Competitions, 48, 82 
Contests, 48 
Convulsions, 37 
Co-operative spirit, 55 
Corrective work, 60 
Crampton, 44 - 
Curvature, 18* 21 

Dancing, 53-55 
Dancing school, 54 



Defective education, 35, 38 
Deficiencies, 11, 81 
Durer, 42 
Dynamometer, 64 

Ears, 24, 27, 28 
Egyptians, 41 
Epilepsy, 37, 38 
Examination, 15-38, 60, 71, 93 
Exercises, 81-93 

abdomen, 86 

arms, 89 

back, 86 

chest, 83 

chest muscles, 91 

legs, 92 

neck, 91 

shoulders, 85 

sides, 87 
Eyes, 24-26, 27 

Facial characteristics, 21-29 
Fat boy, 66, 68 
Finding type of child, 68 
Finger nails, 31 
"Fits," 35 
Flat-foot, 19 
Folk dances, 55 
Football, 56-58 



Galton, 43 
Girls, 71, 83 
Greece, 41 

(97)' 



91 



98 



INDEX 



Hands, 29-32 

Hall, G. Stanley, 54 

Hastings, 42, 43 

Head, 15, 20 

Hearing, 28 

Heart, 58, 81 

Heavy type, 45, 66, 78 

Height, 65 

Height-weight standard, 67 

Heredity, 35, 38 

Hikes, 59 

Hitchcock, 43 

Hips, 66 

Hysteria, 35, 38 

Improvement, 81 
Intermediate tables, 67 

Lighting, school-room, 37 
Linear measure, 63 
Legs, 92 

Marathon, 59 

Measuring, 63-78 

Medical examination. See 

Examination. 
Medical inspection, 11 
Medium-heavy type, 67, 77 
Medium type, 44, 66, 76 
Metric system, 63 
Morality, 50 
Mouth, 22, 27 

Neck, 91 

Nervous affections, 33-38 
New York schools, 44 
Nose, 22, 27 



Obedience, 36 
Obese boy, 66, 68 
Olympic Games, 41 
Outdoor play, 83 

Philadelphia, 47 
Photographs, 82 
Physical development, 63, 69 
Physical examination. See 

Examination. 
Physical strain, 57 
Physical trainers, 57 
Physiological age, 44 
Play, 53, 83 
Positive teaching, 49 
Private schools, 57 
Public schools, 71 

Quetelet, 42 
Quick-moving exercises, 93 

Rapid exercises, 93 
Responsibility, 93 

Schadow, 42 

Seating, 18, 19, 60 

Segregating unfit, 60 

Self-control, 36 

Sex hygiene, 12, 50 

Sex instinct, 55 

Shock, 35, 38 

Shoes, 19 

Shoulders, 16-18, 20, 21, 65, 85 

Sides, 87 

Slender-medium type, 67, 75 

Slender type, 44, 66, 74 

Snellen chart, 28 

Spasms, 37, 38 



INDEX 



99 



Special exercises, 81-93 
Spirometer, 64, 84 
Sports, 53-60 
Stammering, 33, 38 
Standardizing boys, 69 
Stoop shoulders. See 

Shoulders. 
Strain, 37, 57 
Street marathon, 59 
Strength tests, 64 
Stripping, 64 
Stuttering, 33, 38 
St. Vitus' dance, 34 

Tables, 73-78 
heavy type, 78 
medium-heavy type, 77 



Tables- 
medium type, 76 
slender-medium type, 75 
slender type, 74 

Teams, 55-57 

Teeth, 23, 26, 27, 28 

Thick-set type, 44 

Thighs, 66 

Tonsils, 24 

Track sports, 58 

Types, 44-50, 68, 73 

Type tables, 73 

Uncleanliness, 32 

Walks, 59 
Waist, 66 



C haracter 

D evelopment 

A PRACTICAL GRADED SCHOOL COURSE 

BY 

CHARLES KEEN TAYLOR, B.S., M.A. 



While appealing strongly to parents and others inter- 
ested in education, this book is intended chiefly as a 
manual for the use of teachers in the primary and gram- 
mar schools, and contains detailed plans for the carry- 
ing on of a complete system of moral education. Mr. 
Taylor endeavors to bring in the entire moral field, 
considering the morality that should govern men as 
citizens, as workers, and as private individuals. 

A part of this system is the correlation and direction 
of activities already in the school; but two new activi- 
ties are added— an unusual physical-training system for 
boys and a domestic-science course for girls. In the 
physical work a method is provided by which boys 
become so interested in their physical development that, 
by using this interest as a lever, their character can be 
profoundly influenced for good. The domestic-science 
plan includes the establishing of "model homes," for 
girls as low as the third grade. In these model homes, 
under suitable direction, the girls are instructed in 
matters pertaining to the home, from housekeeping and 
home sanitation to the actual care of infants. 

X2mo. Cloth, 242 pages. $1.00 net. Postage, 10 cents. 



THE JOHN C. WINSTON COMPANY 

Publishers Philadelphia 

See following pages for press comments and opinions of educators. 



C haracter D evelopment 

By CHARLES KEEN TAYLOR, B.S., M.A. 



Press Comments 

"Mr. Taylor's book is one that every parent and teacher 
should read. It is not the work of a theorist, but of a practical 
worker. 

"The Philadelphia method of character building can be put 
in operation in a school without revolutionizing the school either 
pedagogically or physically. This is a very vital factor in its 
favor." — Philadelphia Public Ledger. 

"Efficient citizenship, which is a fundamental consideration 
in all progress, is so essentially a matter of sound bodies that we 
believe the day is not far distant when every state in the Union 
will follow Pennsylvania's lead in the conservation of public health. 
And we think the most effective machinery for aiding in this work 
is that of the public school. Our conviction in this regard is 
strengthened by striking results attending an experiment recently 
made in four of Philadelphia's public schools by Charles Keen 
Taylor, formerly assistant in psychology in the University of 
Pennsylvania. Mr. Taylor's aim is the development of the whole 
child, mentally, morally, and physically. 

"As a result of this experiment in efficient education, pro- 
motion' in the schools where it has been tried has largely increased, 
discipline has greatly improved and laggards and complainers have 
been reduced to a minimum." — Philadelphia North American. 

"It makes the way so plain that any instructor can walk in 
it. . . . The plan is to make the public school a conserver 
of morality in the broadest sense of the word by a new atmosphere 
rather than a new curriculum." — Troy Record. 

"The book is a capital one in its way, and that way is much 
like the fine old way of the Greeks, who educated their sons and 
daughters to citizenship by a training in the care of the body, the 
use of the mother tongue in debate, and the exercise of the imagi- 
nation to appreciate the rights and feelings of others." — The 
Psychological Clinic. 

"Mr. Taylor has shown conclusively that the most perfect 
specimens of boyhood under his charge, all things even, are apt 
to become the most satisfactory pupils in the class room as well 
as the leaders in sports.", — Old Penn. 

i2mo. Cloth. 242 pages. $1.00 net. Postage, 10 cents. 



THE JOHN C. WINSTON COMPANY 

Publishers Philadelphia 



Opinions of Educators Familiar with 
the Book and System 



"Mr. Taylor's book is remarkable, not only because it is a 
first attempt at the solution of a very difficult problem, the organ- 
izing of a definite programme of moral training for the eight grades 
of the elementary school, but also because Mr. Taylor appears to 
have produced a good workable programme which can be recom- 
mended for trial." 

LlGHTNER WlTMER, 

Director, Psychological Laboratory and Clinic, 

University of Pennsylvania. 

"It is especially acceptable for the reason that I believe we 
need to give some positive instruction concerning the elements of 
character and furnish the youth of the country some definite 
standards." Mason S. Stone, 

State Superintendent of Education, Vermont. 

"We have given this book a careful examination and are glad 
to be able to endorse the work. It seems to us that it has a good 
point of view. One of the most difficult things in the whole edu- 
cational field is to teach lessons in morals successfully." 

E. I. Mathes, 
Principal, State Normal School, Bellingham, Washington. 

"It will be very helpful to our teachers in reaching pupils who 
otherwise would take little interest in this kind of work." 

I. I. Cammack, 
Superintendent of Schools, Kansas City, Mo. 

"Mr. Charles K. Taylor has for many years made a special 
study of psychology and its application to the morals and the 
physical and mental development of the young. His latest work, 
Character Development, is without a rival in its clear presenta- 
tion of the subject. It should be in the hands of every teacher 
and it also should be in every public library in the country." 

Andrew J. Morrison, 
Principal, Northeast High School, Philadelphia. 

"I received the book, Character Development, and I must 
say that it is the best work on that subject that I have ever seen. 
It should be in the hands of every teacher, and I shall^ take pleasure 
in recommending it to the teachers under my supervision." 

R. A. Marsh, 
Hidalgo County School Superintendent, Texas. 

i2mo. Cloth. 242 pages. $1.00 net. Postage, 10 cents. 



THE JOHN C. WINSTON COMPANY 

Publishers Philadelphia 



LIBRARY OF CONGRESS 



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